政策分析视角下德国融通性教育体系的构建历程与逻辑取向

Construction Process and Logical Orientation of the Permeable Education System in Germany——under the Perspective of Policy Analysis

教育体系的融通性是德国教育政策的世纪议题。融通性教育体系的整体构建是一个动态过程,德国教育体系在维系原有教育领域特点的同时塑造领域间的多层次关系,生成了非终结性、融合性、独立性和等值性的多维度融通性观念,探索出职业教育与学术教育相互过渡、交叉混合和一体化的多层次融通性模式,最终确立了全面的融通性教育体系框架,在不同教育类型、层次之间提供多样的、灵活的教育路径。在这一历程中,德国融通性教育体系整体构建的逻辑取向体现出兼顾体系内外部发展需求、兼备类型特性与融通特点、兼容领域多层次关系塑造和兼虑各部门之间工作成效的特色。

The permeability of the education system is an important issue in German educational policy.The entire construction of the permeable education system is a dynamic process. The permeability of the education system maintains the characteristics of the original education field while shaping the multi-level relationship between fields. It not only establishes the concepts of non-termination, integration,independence, equivalence, etc., but also explores the relational form of transition, convergence, mixing and cross-field for vocational education and academic education, and promotes the development of the German permeable education system. This development provides diverse and flexible educational paths between different education types and levels in the national( and international) education system and its sub-systems. In this process, the logical orientation of the entire construction of the permeable education system has the following characteristics: meeting the internal and external development needs of the education system, possessing both independence and permeability, shaping the multi-level relationship of the education fields and combining closely the work of all relevant departments.